A Quantitative Study of Attitudinal Shift upon the Employment of Corrective Feedback Strategies

A Quantitative Study of Attitudinal Shift upon the Employment of Corrective Feedback Strategies

This study dealt with attitude and a particular domain of language and circled around writing, under a “parent” category, socioculturalism. Sociocultural theory is profoundly rooted in the Vygotskyan social constructivist views. The present research aimed at the feedback aspect of language learning, learners’ attitude towards error feedback and its shift after intervention, and, in this sense, only dealt with one area of language learning. Therefore, it has much in common with what is claimed by Vygotskyan approach to learning i.e. through intervention and mediation. 132 participated in this study to find out about the attitudinal shift of the learners after they were exposed to 6 different feedback strategies. The results through the statistical analysis of Chi-Square suggested that except for two, the learners’ original attitude was retained, suggesting strong attitudes. A number of theoretical and pedagogical implications are finally introduced.